Moodling Professional Development Training that Worked

Moodling Professional Development Training that Worked

Leaunda S. Hemphill, Donna S. McCaw
ISBN13: 9781605661209|ISBN10: 1605661201|EISBN13: 9781605661216
DOI: 10.4018/978-1-60566-120-9.ch050
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MLA

Hemphill, Leaunda S., and Donna S. McCaw. "Moodling Professional Development Training that Worked." Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges, edited by Leo Tan Wee Hin and R. Subramaniam, IGI Global, 2009, pp. 808-822. https://doi.org/10.4018/978-1-60566-120-9.ch050

APA

Hemphill, L. S. & McCaw, D. S. (2009). Moodling Professional Development Training that Worked. In L. Tan Wee Hin & R. Subramaniam (Eds.), Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges (pp. 808-822). IGI Global. https://doi.org/10.4018/978-1-60566-120-9.ch050

Chicago

Hemphill, Leaunda S., and Donna S. McCaw. "Moodling Professional Development Training that Worked." In Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges, edited by Leo Tan Wee Hin and R. Subramaniam, 808-822. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-120-9.ch050

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Abstract

Three junior high teachers and 12 senior high school teachers were introduced to online teaching strategies and tools in a three-day workshop. The teachers developed their basic online course shell on Moodle, an open-source online course management system. Following the workshop, teachers revised their course shells and created short teaching modules to meet the differentiated needs of their students. The modules were evaluated using a modified version of the Quality Online Course Initiative (QOCI) Rubric (Illinois Online Network, 2007). All teacher participants completed the workshop training and 14 successfully met all the QOCI criteria on their modules. This Moodle training was a capstone experience following three years of curricula, content, and pedagogical training through the ISAMS project. The project was funded as part of a No Child Left Behind (NCLB) Teacher Improvement grant which provided professional development for math and science teachers.

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